Coloniality permeates across realms and leaves no systemic stone unturned in its path. As such, coloniality manifests in our education system through a variety of practices, policies, and procedures that center Western-European modern rationality and White supremacy. To disrupt and decenter these unilateral paradigms within our schools is to nurture and pursue decoloniality in education. Decoloniality transcends a paltry and peripheral critique of oppressive elements in our education to actively challenging them. It also concerns itself with the reimagination and purposeful building of a liberated and liberatory school system rooted in justice, healing, and transformation. Decolonial education leadership has the potential to be the rich soil bed that nourishes forgotten, marginalized, and historically oppressed communities across intersections of race, gender, class, immigration status, ability, and language. Summarily, decolonial schools could be the seeds that flourish to transform students, families, whole communities, and society writ large. This study was designed to showcase and delineate quality indicators of educational leaders who are practitioners and pursuers of decoloniality in their leadership. To understand how decolonial leadership plays out in practice, five educational leaders in California and Illinois were studied. Data collection included interviews, participation observations, and document analysis. Through the analyses of these data, it was found that each of these leaders were able to draw upon decolonial leadership practices across geographies, educational sites, and differing professional and personal circumstances. Indigenous, Decolonized School Leadership was used as the primary guiding framework for data collection and analysis. Emergent themes showed that the leaders in the sample drew upon their lived experiences of marginalization, built upon the assets in their communities, and developed a practice of decoloniality without formal training in the area. Despite the small sample size, all five leaders alluded to the scant professional training in areas of decoloniality, justice, and liberatory praxis. Racial Literacy and Critical Race Teacher Activism are positioned as possible professional development tools for this purpose. This study offers concluding aspects of a decolonial education that is rooted in a reparations-based funding model, decentralized leadership, centering relationships, justice, anti-oppression, liberation, and equity.